Abstract

The present study aimed at investigating the effect of brainstorming technique, note taking on EFL learners’ writing performance. To this end, 54 Iranian EFL intermediate learners were invited to participate at this study. The sample was distributed into two classes. Class A represents the experimental group totaling thirty students taught through brainstorming strategy, note taking and class B represents the control group with 24 students. Their performance on the pre-test and post test in both experimental and control groups were compared. As data analysis indicated, the experimental group performance on the post-test was considerably higher than their performance on the pre-test. The result of the study revealed that the students who were taught note-taking technique had better writing ability than those who were taught traditionally. In other words, the use of note-taking technique is more effective. Finally the research findings imply that the use of note-taking technique can affect the students’ writing competence optimally.